This study sought to investigate the relevance of Person-Environment (P-E) fit amongst Human Resource (HR) graduates from Nelson Mandela Metropolitan University (NMMU) within the Nelson Mandela Metropole (NMM). A secondary objective of this study was to determine whether P-E fit was a determinant of Human Resource (HR) graduates’ migration. The study comprised a pilot study and main study (n=50). The study was qualitative in nature, but incorporated a quantitative research component to support the qualitative research findings. Results showed that HR graduates from the NMMU perceived P-E fit as important. Immense emphasis was placed on achieving P-E fit by means of finding employment related to Human Resource Management (HRM). The lack of P-E fit, amongst HR graduates, was furthermore revealed as a determinant of graduate migration. HR graduates would relocate to pursue a career in HRM. Implications of the findings are that organisations should use the theoretical knowledge of HR graduates to develop their skills and broaden their practical knowledge. This will secure competent future HR managers for the NMM and help to combat scarce skills migrations from the area.

M.Ed. / This investigation forms part of a greater research project on identity and the factors influencing identity as perceived by the learners themselves. A research team of the Department of Educational Sciences of the Rand Afrikaans University conducted the research project. The focus of this study is the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Aspects of the geographical environment are addressed as factors contributing to the identity of secondary school learners as perceived by the learners themselves. In chapter two a literature study to the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves was undertaken. This information was used to support the investigation and to make conclusions based on factual information. Aspects of the geographical environment that make a contribution to the identity of the learners as perceived by the learners themselves were discussed. In chapter three the instrument of research was discussed. Questionnaires were completed by secondary school learners of different schools in the Johannesburg district of the Gauteng Department of Education. The information from the completed questionnaires helped the researcher to ascertain to what extent the aspects of the geographical environment contributed to their identities as perceived by the learners themselves. The analyses and interpretation of empirical data were discussed in chapter four. The validity of the research instrument was investigated. Chapter five focused on the importance of research on the contribution of the geographical environment to the identity of secondary school learners as perceived by the learners themselves. Teachers and parents should be aware of the contribution of the geographical environment and how this affects the secondary school learner's personal and social development as well as his/her expectations for the future. The findings of this research essay suggest that secondary school learners do perceive the geographical environment as contributing to their identities. Data indicate that learners seem to put a higher value on 'mobility' and `home' followed by 'health' than in other aspects. Data also show that learners seem to have a lower opinion of the contribution of the geographical environment to their identities concerning 'educational and recreational facilities' as well as on 'security in their surroundings' despite literature that proves that these aspects are very important in the development of an adolescent's identity.

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

Die 21ste eeuse postmodeme samelewing word gekenmerk deur dinamiese veranderinge op aile gebiede wat die kwaliteit van die gesinslewe en opvoedingsbegeleiding binne gesinne bepaaL Hierdie studie poog om aan die hand van 'n omvangryke literatuurstudie en kwalitatiewe ondersoek, die aard, omvang en invloed van sodanige samelewingsverskynsels op verhoudingstigting- en onderhouding en die kwaliteit van opvoedingsbegeleiding in eietydse stadsgesinne te bepaal. Bevindinge toon dat sommige gesinne, as gevolg van hierdie veranderinge, uiters kwesbaar is, dat verhoudinge ontaard en opvoedingsbegeleiding ontoereikend voltrek. Die verval van norme en waardes is veral verswarend vir opvoeding en volwassewordingshulp. Ouers en kinders moet onder verswarende omstandighede die verantwoordelikheid opneem om harmoniese en Iiefdevolle verhoudinge in die gesin te stig en te onderhou. Ondersteunings- en begeleidingsprogramme vir ouers en kinders om toereikende opvoedingsbegeleiding en selfaktualisering te verseker, word aanbeveel. Hierdie programme moet op die mikro-, meso- en makrovlak van die samelewing geloods word. / The post-modem society of the 21st century is characterized by dynamic changes which determine the quality of family life and educational support in families. This study aims to determine, by means of a comprehensive literature study and qualitative investigation, the nature, extent and influence of social phenomena on the constitution and maintenance of relationships as well as the quality of educational support in contemporary urban families. Findings show that some families are vulnerable, that relationships deteriorate and that educational support is inadequate as a result of these changes. The decline of norms and values is an aggravating factor in education and adolescence support. Parents and children have to take responsibility to establish harmonious and loving relationships in the family. Support and guidance programmes are recommended for parents and children to ensure adequate educational support and self-actualization. These programmes must be launched on the micro, meso and macro level of society. / Educational studies / M. Ed. (Sosio-Opvoedkunde)

Die 21ste eeuse postmodeme samelewing word gekenmerk deur dinamiese veranderinge op aile gebiede wat die kwaliteit van die gesinslewe en opvoedingsbegeleiding binne gesinne bepaaL Hierdie studie poog om aan die hand van 'n omvangryke literatuurstudie en kwalitatiewe ondersoek, die aard, omvang en invloed van sodanige samelewingsverskynsels op verhoudingstigting- en onderhouding en die kwaliteit van opvoedingsbegeleiding in eietydse stadsgesinne te bepaal. Bevindinge toon dat sommige gesinne, as gevolg van hierdie veranderinge, uiters kwesbaar is, dat verhoudinge ontaard en opvoedingsbegeleiding ontoereikend voltrek. Die verval van norme en waardes is veral verswarend vir opvoeding en volwassewordingshulp. Ouers en kinders moet onder verswarende omstandighede die verantwoordelikheid opneem om harmoniese en Iiefdevolle verhoudinge in die gesin te stig en te onderhou. Ondersteunings- en begeleidingsprogramme vir ouers en kinders om toereikende opvoedingsbegeleiding en selfaktualisering te verseker, word aanbeveel. Hierdie programme moet op die mikro-, meso- en makrovlak van die samelewing geloods word. / The post-modem society of the 21st century is characterized by dynamic changes which determine the quality of family life and educational support in families. This study aims to determine, by means of a comprehensive literature study and qualitative investigation, the nature, extent and influence of social phenomena on the constitution and maintenance of relationships as well as the quality of educational support in contemporary urban families. Findings show that some families are vulnerable, that relationships deteriorate and that educational support is inadequate as a result of these changes. The decline of norms and values is an aggravating factor in education and adolescence support. Parents and children have to take responsibility to establish harmonious and loving relationships in the family. Support and guidance programmes are recommended for parents and children to ensure adequate educational support and self-actualization. These programmes must be launched on the micro, meso and macro level of society. / Educational studies / M. Ed. (Sosio-Opvoedkunde)